the Common Core August 14, 2012 Unpacking

Goals and Objectives of this Training Participants will:  Become more familiar with the Common Core Standards (CCSS).  Practice unpacking a common core standard.  Create a school-based Common Core team  Formulate a school-wide plan for the implementation of the CCSS

What are the CCSS?  “The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.”  The CCSS have been adopted by 45 of the 50 states.  They can be found at the following link:

CCSS – Elementary Video state-standards-elementary-school

CCSS – Middle School Video state-standards-middle-school

CCSS – High School Video state-standards-high-school

Implementing the Common Core State Standards requires…  Unpacking the standards and understanding what is contained within each one.  Identifying “essential” standards.  Developing clear learning goals or objectives.  Shifting students’ focus from “answer getting” to solving problems and critical thinking.  Exposing students to a large variety of complex texts in ALL subject areas.  Connecting the standard topics to the prior knowledge of students.  Establishing the classroom environment as a community of learners.

How does Marzano relate to the Common Core Standards? “WHAT” do we teach and learn?* “HOW” we teach and learn?* Common Core State Standards Marzano Observable Instructional Strategies *Taken from Building a Bridge Between Common Core and the Art and Science of teaching Framework

How does Marzano relate to the Common Core Standards? *Taken from Building a Bridge Between Common Core and the Art and Science of teaching Framework

Unpacking the CCSS – Elementary Standard It’s all about the verbs and the nouns… StandardVerbsNounsSkills Necessary STEP 1: Choose a Standard Work with time and money 2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. STEP 2: Identify the verbs tell time write time STEP 3: Identify the nouns Time analog clocks digital clocks 5 minutes a.m. p.m. Step 4: Identify the skills needed define analog, digital, a.m and p.m. count by 5’s tell time to the hour and ½ hour write time in the correct format

Unpacking the CCSS - Middle School Example It’s all about the verbs and the nouns… StandardVerbsNouns StandardVerbsNounsSkills Necessary STEP 1: Choose a Standard RL6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. STEP 2: Identify the verbs cite support analyze STEP 3: Identify the nouns textual evidence analysis inferences Step 4: Identify the skills needed reading comprehension draw inferences cite specific examples cite details to support inferences analyze the text

Unpacking the CCSS - High School Example It’s all about the verbs and the nouns… StandardVerbsNouns StandardVerbsNounsSkills Necessary STEP 1: Choose a Standard RL 9 – 10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. STEP 2: Identify the verbs cite analyze inference STEP 3: Identify the nouns explicit textual evidence strong, thorough evidence analysis inferences Step 4: Identify the skills needed analyze the text identify explicit textual evidence cite evidence draw inferences support inference using several pieces from the text Provide varying degrees of support (evidence)

Template: Retrieved from: Template _for_ unpacking CCSS.docwww.vtcla.org/wp-content/.../ Template _for_ unpacking CCSS.doc

In your classroom: What should be posted for all to see AND observable in each lesson? 1. Objective(s)/Goal(s) for the lesson/unit that is based on either the NGSSS or Common Core State Standards. These goals should easily understood by students and should be either declarative or procedural in nature. They should be stated in the following manner:  Students will be able to…(procedural)  Students will understand or know…(declarative)  or I Can Essential Questions – These should be written so the students can understand them and cover the most important topics or skills being taught. 3. Writing Response – Example: How did today’s examination of the Declaration of Independence influence your thoughts? 4. Student Rubric or Scale – The scale should be used by students to measure their own learning. The scale should be understood by all students and used by them to frequently measure their learning and growth…not simply their understanding of assignments or directions.

In your classroom: independence

Share Session: Please share one of the following statements…  Question ~ “I wonder...What if…?”  Connection ~ “This reminds me of...”  Opinion ~ “I think…“  Reaction ~ “Wow, I am excited about…”

Group Discussion: What steps should we take to…  Ensure a smooth transition?  Implement the CCSS at our school?  Meet the professional development needs of all of our teachers?

Reflections: 3 points I want to remember about the CCSS… 3 questions that I still need answered… The next 3 steps that our school should take to ensure a smooth transition to the CCSS… Please leave any feedback on the Y Chart before leaving.

Resources for Teachers:  Flipbooks of UNPACKED Common Core Standards for Mathematics Grades K-8  Proficiency Scale Bank ee_Resources/itembank.aspx  North Carolina’s supply of Unpacked Standards /common-core-tools/